Under Pressure? The Effect of Peers on Outcomes of Young Adults

By Sandra E. Black, P. Devereux, Kjell G. Salvanes. Journal of Labor Economics, 2010

246 citations recorded by the source corpus.

Teenage peers are perceived as being important, but there is little conclusive evidence demonstrating this. This paper uses data on the population of Norway and idiosyncratic variation in cohort composition within schools to examine the role of peer composition in ninth grade on longer-run outcomes such as IQ scores, teenage childbearing, education, and labor market outcomes. We find that outcomes are influenced by the proportion of females in the grade, and these effects differ by gender. Average age and average mother’s education of peers have little impact on teenagers but average father’s earnings of peers matters for boys.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/256b30365b491cdbeef53f1ebfc57235c866417f

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Citations in the corpus

The Good, the Bad, and the Average: Evidence on Ability Peer Effects in Schools (2012, result): “On the other hand, one potential threat to our identification strategy 4 A similar result is documented by Gibbons and Telhaj (2008) and Black, Devereux, and Salvanes (2010).”
Ability Peer Effects in University: Evidence from a Randomized Experiment (2016, background): “…the lowest and highest 1Studies that document nonlinear and/or heterogeneous peer effects include Hoxby (2000), Brodaty and Gurgand (2016), Lavy et al. (2012a), Lavy et al. (2012b), Burke and Sass (2013) and Black et al. (2013). ability tertiles in their setting of primary school students in Kenya.”
The Long-Term Effects of Early Track Choice (2017, unknown): “…1 also shows that the share of girls in low track schools is about 14 percentage points lower than in high track schools, which may boost the performance of boys and girls at school (e.g., Schanzenbach, 2009; Lavy and Schlosser, 2011) and in the labor market (Black, Devereux, and Salvanes, 2012).”
Non-Native Speakers of English in the Classroom: What are the Effects on Pupil Performance? (2012, unknown): “Following Hoxby (2000), there is now a number of studies in the educational literature using this type of approach (e.g. Ammermuller and Pischke, 2009; Bifulco et al. 2011; Black et al. 2010; Brunello and Rocco, 2011; Gould et al. 2009; Lavy and Schlosser, 2011, Ohinata and van Ours, 2013).”